Reforming the reforms

The education reforms in Rivers State that transformed public primary schools into beautiful environments conducive for teaching and learning have been applauded by many within and outside the state. However, the reforms have also thrown up challenges about sustainability beyond the present administration and drawn attention to other areas of need.

After five years of reforms targeted at overhauling the education sector of the state, the chief reformer, Governor Chibuike Rotimi Amaechi and his Commissioner for Education, Dame Alice Lawrence-Nemi gathered eggheads for an education summit in Port Harcourt Monday and Tuesday last week to discuss ways to consolidate gains, correct errors and evolve policies that would meet the state’s development aspirations.

Thirteen papers were delivered and debated during the two-day summit which had in attendance the likes of Prof. Wole Soyinka, who chaired the opening ceremony, Deputy Governor of Rivers State, Hon Tele Ikuru, Mrs Sarah Sosan, former Deputy Governor of Lagos State, Emeritus Prof. Ayo Banjo, who delivered the keynote address, Emeritus Prof Tekena Nitonye Tamuno, who chaired the plenary sessions, Commissioners of Education from other States of the Federation, Prof Nimi Briggs, and Prof. Otonti Nduka, and Hon. Odein Ajumogobia, among others.

There were 824 participants from within and outside the state who actively participated in discussing issues of improving learning outcomes, addressing poor teacher quality, supply, and training needs, effective management of schools, and repositioning tertiary institutions to focus on areas of strength, among others.

In line with the theme of the summit tagged: “Enhancing Sustainable Development in Education”, the paper presenters argued for changes in the way education is currently being administered.

The journey so far

During the summit, Amaechi said his intervention in the education sector was hinged on the level of involvement of young people in Rivers State in militancy and cult-related activities. He noted he was particularly concerned that many were from underprivileged homes, without access to quality education, which had become the preserve of the rich.

“When I became governor, 90 per cent of young people were militants. I wanted to achieve an education that makes children have skills for employment. I was concerned that why the poor can’t have access the quality education? Why can’t the rich and poor learn together? There was need for reform,” he said.

Following his government’s investment running into billions of naira, more than 270 model primary and secondary schools have been constructed; textbooks, uniforms, sandals and sports wears have been distributed under the free education initiative; while he took over the payment of salaries of primary school teachers from local governments among others.

However, despite the progress made, the governor said people should not think much has been achieved. Beyond beautiful looking schools, he said he is seeking policies that would institutionalise effective school management, check sharp practices by head teachers and teachers, enhance teaching quality and delivery of the curriculum among others.

“If you ask me, not much has happened since the retreat in Calabar. If you see the impact assessment report, it is a bit appalling. We shouldn’t be deceived by the facade of infrastructural development. We should not politicise education at all to get votes. You go to our primary schools, they look beautiful outside. When you visit they put on the generator for you when you leave they put it off. The head teacher will tell you there is no diesel. This is no longer government because we have provided funds but a management problem,” he said.

The governor’s pessimism about achievements in the sector following his personal inspection of schools and the unflattering report of an impact and needs assessment of education service delivery by Helen Fadipe, the picture is not so gloomy.

A paper by Prof Olaseni Akintola-Bello also showed gaps in learning outcomes in numeracy skills. But literacy skills were more impressive. He however noted that performance gaps between urban and rural schools were narrowing.

In his paper titled: “Access, Quality and Equity in Primary and Secondary Education in Rivers State 2008-2013”, Akintola-Bello said an assessment of Primary Five and JSS2 pupils in two schools each in the 23 local government areas of the state revealed that pupils scored an average of 51 per cent in the literacy tests, 31 in numeracy which was poor generally, and 41 in life skills.

Despite there being no baseline statistics to compare the result with, he said the assessment showed that rural schools were catching up with their urban counterparts or even overtaking them in some areas.

He however urged the state to address the poor numeracy skills and re-train mathematics teachers to teach better. He also urged the government to sustain its funding of education which would yield fruit in the long run

He said: “Continue with current level of expenditure in education. Sustained under-financing is unequivocally bad for efficiency, equity and education quality,” he said.

In her speech, the Education Commissioner, Mrs Lawrence-Nemi, said the summit was the third in five years organised to reposition the education sector and ensure sustainability of progressive policies.

She added that the ministry, under her watch had drafted an education policy that would guide how the education sector is managed.

The document was presented before stakeholders who critiqued it at a forum held mid-March.

When completed, she said it would sustain the efforts started by the present administration to revamp the sector.

Teacher quality, development and supply Several papers touched on the problems of teacher education, quality and supply.

Speaking on the topic, “Agenda for Educational Development,” Keynote speaker, Prof Ayo Banjo pointed out the need to revamp teacher training education, because of the lack of depth of trained teachers in their teaching subjects.

“If the standard of secondary schools are to be raised teachers should be graduates in their teaching subjects before they train as teachers as was done before,” he said.

In his paper on “Implementing The New Basic and Secondary School Education Curricula: Strategies and Challenges” the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC), Prof Godswill Obioma, also urged the government to intervene in the training of teachers at the colleges of education as they lacked requisite skills to deliver the new curricula, especially in the trade subjects.

“Colleges of Education should revise their teacher training curriculum because their teachers lack the competencies and skills to teach the new curriculum. The current textbooks are also a mismatch with the curriculum,” he said.

Following a study that showed the state needed 91,000 teachers, Amaechi said he directed that 13,000 passionate teachers be recruited, who would implement the new policies of the state.

In fulfilling the government’s request for 13,000 teachers, Mr Charles Magbe of Price Water House Coopers said only 47 per cent (three per cent outstanding, 44 per cent good and very good) of the 18,000 candidates that applied to be teachers were qualified. He underscored the need for proper induction and continuous training for the new recruits.

On his part, Emeritus Professor Joshua said it is possible to improve the quality of the new recruits through proper induction, training, monitoring and mentoring.

To this end in his paper on “Quality Professional Development in Rivers State”, he counseled the government to establish a resource centre which would provide adequately for the in-service training of new teachers. He also advocated for a re-certification programme for teachers every three years to keep them update the knowledge of their subject matter and sharpen their pedagogical skills.

He said: “We need teacher-training system based on competence. We should focus on how to teach teachers to teach well and equip them with pedagogical skills. Before they enter the classroom, the new teachers should be given a quick induction. This should be followed by monitoring, further training and mentoring. The state should put in place a comprehensive programme for training teachers.”

Communiqué

After extensive deliberations, the communiqué signed by the Education Commissioner adopted many of the recommendations made by the speakers.

Part of the recommendations reads:

•Curriculum implementation for the revised Basic Education Curriculum will be in phases as prescribed by the Nigerian Educational Research and Development Commission (NERDC).

•There is need to review the programmes of Rivers State University Science and Technology/ University of Education to be in tandem with demands of the new curriculum.

•Textbooks should also be restructured in line with the revised Basic Education Curriculum

•Science and Technology education should receive a boost.

•Management and teacher capacity should be built through refresher courses and re-certification programmes, i.e Countinous Teacher Development.

•All new teachers soon to be injected into the school system will be inducted to be able to grapple with demands of classroom teaching.

•Quality Assurance shall be given the expected impetus through the activities of the Quality assurance Agency of the State.